Icky Drippy Ice Cream

 Tijera Marshall

Beginning Readers

balancing,children,dining,foods,ice cream cones,kids,persons


 Rationale: The goal of this lesson is to teach beginning readers students the correspondence i=/i/. It is important for students to know the phoneme that corresponds with each grapheme in order to decode and read words. By showing students a visual representation (Dripping Ice Cream picture) and giving them a gesture to perform, paired with the correspondence, students will get more practice in recognizing /i/ in oral language. A tongue twister, short /i/ decodable book, and a letterbox lesson will also help students recognize /i/ in oral language and print.



1 Graphic image of Ice Cream Dripping (Icky Drippy Ice Cream)

Primary paper and pencil (one for each student)

Elkonin boxes (for modeling and individual student use) (one per student, one for modeling)

Letter Tiles for students and teacher- i, s, s, r, c, h, b, g, l, d, k, n, a, p, e, t, t, m (one set off all tiles per student)

Spelling words on a chart to read:  big, gap, brick, kid, test, tint, lips, grip(one chart)

 /i/ assessment worksheet (one per student)

1 Tongue Twister Poster – Inchworm itchy is inside itching.

Book: Tin Man Fix It (one per student)



1. Say: Today we are going to be learning about the short vowel sound i=/i/. Make sure to show the students the visual representation, a picture of the icky sticky fingers. Say: When I say /i/ I think of a hot summer day where you are eating ice cream and it drips all over you. The sound we make when are skin gets all sticky says /i/ (shake your hands/fingers while you say /i/). That is what sound the short i makes. So when we see or hear the short i, think about the icky drippy ice cream and shake the ick off. Now I want you try it. Say iiiicky stiiicky and get the drippy ice cream ick of off your fingers. “Icky sticky (with hand gesture)”


2. Say: Now as a class we are going to read a tongue twister that has the sound /i/. I will read it first, “Inchworm Itchy is Itching Inside.” Now let’s read it together, “Inchworm Itchy is Itching Inside.” Now let’s read it by stretching out the /I/ so we can hear it really well, “iiiinchworm  iiiiitvhy iiiiis iiiitching  iiiinside.” That was awesome!


3. Say: Let’s talk about what our mouth does when we say /i/. When I say /i/ my mouth is open and my tongue is slightly lowered. Now you say /i/ and see if your mouth makes the same movement. Now I want you to listen for /i/ in the words I say. If you hear /i/ in the words I say, shake the ick off of your fingers. Is it in his, run, kid, itch, bet, tint. I heard /i/ in some of those words too. Great Job!


4. Say: Now I will use our letter boxes and letters to demonstrate how to spell a word. Say: we are going to spell some words that have the /i/ sound and previous short vowels that we have worked on. Each box represents different sounds.

I am going to spell the word grip. /i/-/i/, I know the /i/ sound is in there. Stretch out the word by saying g--r--ii--p. I will need three boxes because my word makes three sounds, /g/ /r/ /i/ /p/--- G-R-I-P.


5. Say: Now I want you all to try to spell some words based on their sounds. The students will use their letters and Elkonin boxes to spell some words with the short i sound. The teacher will assist the students.

Say: We are going to start by using three boxes.

Say: Spell big. I have a big dog. (Check students).

Say: Spell gap. There is a gap in the line. (Check students).

Say: Now spell kid. There was a new kid in my class. (Check students.)

Say: Now we are going to use four boxes. (Check students).

Say: Now spell test. I bet I did well on the test. (Check students)

Say: Now spell lips. His lips turned blue. (Check students).

Say: Spell brick. I live in a brick house. (Check students)

Say: Spell tint. I kiss my dog sometimes (Check students).


6. Say: Now everyone is going to read the words we spelled. Watch me do it first. I will read tick. I see the short I that makes the /i/ sound. I will use cover-ups to make the sounds for everything before the vowel. Then I will add the vowel and what follows. “/t/-/i/-/ck/, tick (Make Body Chunk First). Now you try these words (Point to each word on the poster – big, gap, brick.)


7. Say: Now we are going to read a fun new story. Have the student read the book Tin Man Fix It with a partner. First give a booktalk. This is a story about a tin man who falls down and can’t get up. Some people notice him and want to help him. Do you think they’ll be able to fix him? Let’s read the story to find out (Students will read the book with a partner, using their cover up critters and crosschecking). The class will then read the book together and discuss it).


8. Say: Now we are going to practice writing with our message of the day. Write on your primary paper, “My favorite ice cream flavor is” and complete the sentence.


9. Say: (assessment) Now, I want to see how well you can read words with the /i/ sound. Look at each picture on this worksheet. Read the words and then pick the word that matches the picture (Collect the worksheets to assess the students). Also, have individuals come read the letterbox words while the class is working on the worksheet as an individual assessment.


Graphic- http://dailykevin.wordpress.com/clip-artline-drawings/ice-cream-melting/

Lauren Sprouse, Icky Sticky


Julie Kinsey, Iiiiicky Stiiiicky


Worksheet:  http://www.enchantedlearning.com/phonics/mc/i-short/index.shtml

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